POLITICAL CONTEXTS OF EDUCATIONAL LEADERSHIP

ISLLC STANDARD SIX

Chapter 7: The Politics of Interest Groups in Education

Misconceptions

Vocabulary for Chapter 7

  • Advocacy Coalition Framework
  • Agency
  • Agenda-setting
  • Appropriation
  • Groupthink
  • Interest Group
  • Pluralism
  • Political Acumen
  • Political Discourse
  • Relational Power
  • Social capital

Pre-Reading Questions

As you read, look for specific quotes (page and paragraph numbers) to answer these questions:

  • How are interest groups formed?
  • What kinds of trends generate agenda setting activities?

Post-Reading Questions

Use evidence from the text or the reference list to support your answers to these questions:

  • What policies internationally affect schools and politics in education?
  • What kinds of activities do community-based organizations use to think globally and act locally?
  • How should school leaders deal with interest groups and community-based organizations?

Activities to Extend Learning

  • Click the following citation http://jel.sagepub.com/content/11/1/81.full.pdf+html to read the case:

    Houck, E. A. (2008). County funding versus municipal aspiration. Journal of Cases in Educational Leadership, 11(1), 81–86. doi:10.1177/1555458908321878

  • Visit a website or the leader of a community-based organization focused on education in your community. Outline its agenda and strategies for achieving that agenda.

Chapter 7 Misconceptions:

Interest Groups are Always a Problem for Schools

Single agenda candidates and special interests are both terms associated with conflict and heated arguments about education. However, a parent-teacher organization, a band booster group, and a debate team, are also special interest groups. Most of these groups are seen as helpful to the school and to co-curricular or extra-curricular activities.

School leaders need to be aware of the special interest groups that are close to the school as well as those that emerge based on school policy initiatives and changes. Interest groups can be supporters or opponents. Which position they take may depend on the school leaders' political acumen and relational power.